Criteria

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Criteria Sheet and Hints for Success


Hints from course cordinator:

  • Use and reference scholarly sources for all definitions and claims made
  • Avoid dictionary definitions and use resilience based academic literature to inform thinking
  • Check correct conventions for referencing and citing the work of others. APA style is important for education.
  • Check correct conventions for when to use/not to use page numbers in citations
  • Use resilience/SEL based scholarly literature to inform ideas and demonstrate theoretical and research-informed underpinnings
  • Avoid general texts when the task asks you to demonstrate understanding of a particular topic Integrate and synthesise ideas across the relevant resilience/SEL focussed literature and research Value journal articles and the library databases for current research and readings
  • Offer description, explanation and examples to demonstrate understanding and application of ideas
  • Detailed examples and description are important
  • Value voice and ownership of ideas and personal insights
  • Ensure your commitment to SEL and resilience education is communicated and that you provide authentic and practical examples to demonstrate this commitment – and ensure these examples and ideas are supported by scholarly sources
  • Make connections across real world examples, personal values, scholarly literature and research
  • Look beyond Moodle for resources and reading Ensure the requirements of the task have been addressed. Use the e-profile, assessment block, and criteria sheet to guide what to include
  • Proof read final draft before submitting


Criteria Sheet taken directly from the course profile:

EDED 11401 - Building Learning Partnerships - Assessment task 2 – Presentation and resource
Student……………………………………………………………………….
Criteria
 High Distinction
 Distinction
 Credit
 Pass
 Fail
Student demonstrates that he/she has acquired and integrated the facts, concepts and issues related to resilience and the chosen topic
 With a presentation and resource that is explicitly supported by accurate and indepth understanding and knowledge of resilience and resilience framework as well as the chosen topic. Response also evidences personal insights.
 With a presentation and resource that is explicitly supported by accurate understanding and knowledge of resilience and resilience framework as well as the chosen topic.
 With a presentation and resource that is supported by accurate understanding and knowledge of resilience and resilience framework as well as the chosen topic.
 With a presentation and resource that is based on some understanding and knowledge of resilience, the resilience framework and the chosen topic.
 With a presentation and resource that demonstrate incomplete understanding and/or severe misconceptions of resilience, resilience framework and the chosen topic.
Student demonstrates that he/she has acquired and integrated knowledge of the Habits of Mind into resilience promotion.
 With a presentation and resource that is explicitly supported by accurate and indepth understanding and knowledge of the Habits of Mind dimension as well as relevant personal insights.
 With a presentation and resource that is explicitly supported by accurate understanding and knowledge of the Habits of Mind dimension.
 With a presentation and resource that is supported by accurate understanding and knowledge of the Habits of Mind dimension.
 With a presentation and resource that demonstrates some understanding and knowledge of the Habits of Mind dimension.
 With incomplete understanding and/or severe misconceptions of the Habits of Mind dimension.
Student demonstrates an ability to use knowledge meaningfully by designing a resource for use in a learning site.
 With a creative resource that promotes positive attitudes to mental health promotion, promotes the development of partnerships and has application and use in a number of contexts or can be used in a variety of ways.
 With an interesting resource that promotes positive attitudes to mental health promotion, promotes the development of partnerships, and can be used in a number of ways in different contexts.
With a resource that promotes positive attitudes to mental health promotion, promotes the development of partnerships, ands can be used to suit different contexts.
 With a resource that promotes positive attitudes to mental health promotion, and meets the relevant requirements of the learning context.
 With a resource that demonstrates limited consideration of the promotion of positive attitudes to mental health. Use of resource is limited.
Student demonstrates that he/she is able to evaluate the resource.
 With an evaluation that is realistic, reflects the interest of stakeholders, considers future innovation and evidences personal insight.
 With an evaluation that is realistic, reflects the interest of all stakeholders and considers future innovation.
 With an evaluation that is realistic and considers how the resource meets the needs of stakeholders.
 With an evaluation that is realistic.
 With an evaluation that is unrealistic with little or no consideration of key aspects of the resource or the needs of stakeholders.
Demonstrates an ability to use appropriate communication skills.
 With a response that is very well structured, shows consideration of audience, is persuasive and is creative.
 With a response that is very well structured, shows consideration of audience and is persuasive.
 With a response that is well structured, shows consideration of audience and has some persuasive elements.
 With a response that is well structured and shows consideration of audience.
 With a response that is poorly structured and shows little or no consideration of audience.



Demonstrates an ability to use appropriate referencing skills.
 Accurate, thorough and persuasive use of references to supporting material.
 Accurate and thorough use of references to supporting material.
 Accurate use of references to supporting material.
 Some use of references to supporting material
 Few or no references to supporting material